This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking occurs, which we frame as the transition between the storming and norming stages of group development. Our findings indicate that this transition was based upon three sub-stages that included (a) recognition of a group crisis; (b) acceptance of responsibility; and (c) increased meaningfulness of norms. As an outcome of this transition, LC members took responsibility over negotiating and designing their collaborative norms as authority moved from moderators to students. We discuss the theoretical and practical contributions of this research on group development and LCs, as well as limitations and next steps for research.
|Number of pages||17|
|Journal||Interactive Learning Environments|
|State||Published - 3 Sep 2015|
Bibliographical noteFunding Information:
This research is supported by the I-CORE Program of the Planning and Budgeting Committee and the Israel Science Foundation [grant number 1716/12].
© 2015 Taylor & Francis.
- group development
- learning community
- participatory culture
- students as designers
ASJC Scopus subject areas
- Computer Science Applications